Standards

Constructing Assessment Tasks that Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.

Author/Presenter: 
Christopher J. Harris
Joseph S. Krajcik
James W. Pellegrino
Kevin W. McElhaney
Year: 
2016
Short Description: 

How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.

Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

STEM Categorization: 
Day: 
Fri

Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.

Session Types: 

Supports for Elementary Teachers Implementing the NGSS: Challenges and Opportunities across Science, Technology, and Engineering

STEM Categorization: 
Day: 
Fri

Consider methods and challenges associated with supporting upper elementary teachers’ implementation of NGSS-based classroom interventions in this structured poster session.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

In this structured poster session, a set of projects will present and discuss resources, models, and tools (RMTs) designed to support upper elementary teachers to implement an array of curricular and instructional interventions reflecting diverse disciplinary concepts and practices embodied in NGSS. The session aims to provide a forum for exploring diverse approaches to improving science in 3rd-5th-grade classrooms and engage in discussion about how these ideas can advance systemic efforts to support quality science instruction and student learning. 

Session Types: 

Designing Tasks for Assessing Three-Dimensional Science Learning

STEM Categorization: 
Day: 
Fri

Explore approaches and challenges to designing assessment tasks that integrate the three dimensions of science learning in this panel-led session.

Date/Time: 
9:15 am to 10:45 am

A pressing need for science education researchers, as well as classroom teachers and assessment designers, is determining how to assess student learning in settings where instruction is aiming to meet the vision of the Framework for K-12 Science Education.

Session Types: 

Practicum-based Professional Development Models: Considering Impacts from Multiple Perspectives

STEM Categorization: 
Day: 
Thu

Join a discussion about making, understanding, and measuring the impacts of practicum-based teacher professional development models, and aspects of policy and context that mediate these impacts.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

Professional development projects aim to improve student learning by directly impacting teachers. However, the work of teachers (and thus the potential impact of professional development) is often impacted by a number of policy and context-related factors. This poses a challenge not only in programming designed to impact teachers, but also to the ability to detect these impacts through rigorous research designs.

Session Types: 

Issues in Integrating NGSS Standards and Literacy/Language Arts in Grades K–5 Science

STEM Categorization: 
Day: 
Thu

Join in a discussion and give feedback on the work of a project integrating science and literacy/language arts, and issues associated with designing and implementing integrated science in K–5 schools.

Date/Time: 
2:15 pm to 3:45 pm
Session Materials: 

The vision of meaningful learning in science from NGSS and the National Research Council’s A Framework for K-12 Science Education requires reform efforts that address 1) curricular issues (what is being taught); and 2) pedagogical practices (what teaching will look like with emphasis on both the practices of science and engineering and the integration of the Common Core State Standards – English Language Arts).

Session Types: 

Using NGSS Implementation to Build Science Education Community

STEM Categorization: 
Day: 
Thu

Come and discuss opportunities to build synergy between Achieve’s efforts to support NGSS implementation across states and DR K–12 research initiatives.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

STEM Smart Brief: Teaching and Learning Under the Next Generation Science Standards

This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.

Author/Presenter: 
CADRE
Year: 
2016
Short Description: 

This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.

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